ІННОВАЦІЙНА КОМПЕТЕНТНІСТЬ ВИКЛАДАЧІВ ЯК ІНСТРУМЕНТ МОДЕРНІЗАЦІЇ ПРОФЕСІЙНОЇ ОСВІТИ

Introduction. Innovative evolution of the country requires preparing students for innovative activity and developing their innovative competence. But there is still no clear understanding as to how to effectively form and measure it. This article offers a model of innovation competence in the area of techno-innovation, which is based on the analysis of existing summarized models of innovation competence and consists of cognitive and non-cognitive components, each of which already has diagnostic tools. The purpose of the article is to describe the results of testing the proposed model of innovation competence in the process of specially organized training, as well as to identify effective teaching methods and tools for assessing innovation competence in higher engineering education. Materials and Methods. The article describes a comprehensive toolkit for assessing the changing of each component of innovation competence in the area of techno-innovation. It was used to identify the teaching methods most effective for the developing innovative competence in the process of teaching future techno-innovators at university. A quasi-experimental plan of research was used with the participation of 521 HSE students, who during a semester learned a specially created training course “Techno-Startup”. 58 trackers participated in the data collection. The results were subjected to statistical analysis: mean values, standard deviation values were calculated, linear regression model was applied. Results. It is found that the proposed toolkit has reliability and validity. On average, statistically significant improvement of studentʼs innovative competence in the focused learning of the course “Techno-Startup” was recorded relative to the control group. However, in 11–13% of students, motivation and personal attitudes decreased. It has been revealed that individual methods of teaching donʼt significantly influence the development of innovative competence of students, and it is necessary to use different methods in combination, each of which influences a specific component of competence. In the process of studying, the components of competence develop differently: the most noticeable growth of knowledge and skills, while personal attitudes and qualities practically does not change. Discussion and Conclusion. The obtained results contribute to the development of ideas about innovation competence, which can be useful in creating training programs for engineers and entrepreneurs in the technological sphere. Practical value has recommendations on the construction and content of the course, in the scope of which innovation competence is purposefully forms on the example of the discipline “Techno-Startup”.

Restoration and establishment problems of the educational process in higher education institutions, ensuring the sustainability and continuity of vocational education in war conditions are considered. The article proves the leading role of future farmers’ mathematical component of vocational-innovation competence. Its formation ways in crisis are demonstrated for deepening integration ties in the science-education-production system. Professional and competency model ideas of teaching mathematical disciplines of agrarian profile, which are based on deep integration with a professional-oriented cycle and implemented by introducing remote forms and modern information technologies in the educational process on the basis of its information and computer support, are substantiated. It is established that the idea realization of a professional-competency approach will allow the future specialist to perform qualitatively fulfilled tasks in modern high-tech and intellectual professional professional environment. Future farmers’ mathematical component levels of professional and innovative competence of have been developed. The need to introduce remote forms in the professional training of specialists is substantiated, based on the experience of training obtained during coronavirus infection. The interaction problem and integrity of three components is considered: organizational forms, didactic process and teachers’ qualification. The essence of “professional competence” and “mathematical competence” as components of future farmers’ innovative competence is considered. It is argued that mathematical training is a significant professional competence component. The need to reorient the vocational training system for education fundamentalization and widespread implementation of computer technologies practical-oriented information. It is proved that the process of innovative competence formation of specialists requires the transformation of mathematical courses. One of the important problems is the development, use and implementation of information technologies in future farmers’ mathematical preparation. The impact of mathematical modeling on the readiness formation to solve professional tasks as a component of future farmers’ innovative competence is analyzed. The introducing mathematical modeling expediency on the basis of Mathcad in the process of future farmers’ professional competence formation is proved. Didactic learning principles are analyzed, which, by regulating practice, help combine the pedagogical process. On this basis, the implementation technology of the Mathcad system in the study of mathematical disciplines in agricultural establishments of higher education is modeling. It is highlightes in what way the generally didactic principles of clarity, science, systematicity, accessibility, consciousness, integration, professional orientation, humanization, advanced learning in the process of using this technology are specified. It is argued that the illustrative and demonstration of practical significance of fundamental concepts contribute to the optimization process of future farmers’ mathematical preparation. The theoretical justification has been carried out and developing experience, using and implementing future farmers’ mathematical preparation technology on the basis of the use of Mathcad mathematical system. Basic didactic requirements are determined and the impact of technology on such mathematical training components as motivational-value, cognitive, operational-activity, communicative. The main mathematical models are highlighted in mathematical courses. Mathematical modeling examples based on Mathcad are given. Introducing mathematical modeling advantages in the process of professional specialists training are demonstrated. It is concluded that the novelty presented with the help of MathCad system of educational material, illustrative and practical significance of the studied concepts and concepts shapes students’ motivation and creates a positive emotional background. This, in turn, helps to intensify learning, which is closely related to the formation of persistent cognitive interest. Mathcad system usage in the process of studying mathematics in agricultural establishments of higher education is a method that allows you to take a fundamentally new approach in students' teaching, namely: it has at its basis the research nature of students' activity. It is a creative laboratory that allows students to study new objects comprehensively, to distinguish patterns and to formulate generalized statements based on their own observations, which promotes creative, critical and independent thinking development; allows students to concentrate on solving meaningful tasks, to reach the level of concepts, concepts, to consider many examples in a short time; forms future specialists’ necessary level of knowledge, the ability to analyze, compare, summarize, process available information, associate it with the issues that are studied, thus, forming a mathematical and information culture; teaches promptly, taking into account the fast variability of tasks, find the necessary information and effective ways of solving them; based on broad communication, erases boundaries and distances, attracts world mathematical and information culture; promotes development and self-education skills.

The article substantiates the effectiveness of the design method as an innovative tool for developing research competence in scientifically gifted lower secondary school students. It is shown that this method combines theoretical learning with practical activity, stimulates critical thinking, cognitive engagement, initiative, and the development of multiple intelligences. The structure of research competence is defined and its key components – motivational, cognitive, activity-based, reflective, and communicative – are described in connection with project and innovation competencies. A comparative analysis of the project method and the design method is presented as tools for enhancing research skills. Special attention is given to the implementation of the design method in both formal and non-formal education, particularly in interactive museum environments. A typology of educational projects is provided based on students’ age, and specific features of applying STEM/STEAM approaches in the educational process are highlighted. The role of digital technologies (VR, AR, ChatGPT) as tools for supporting project-based learning is emphasized. International experience in implementing design methods in educational practice is analyzed, confirming their effectiveness in developing research, project, and innovation competencies. The study concludes that systematic application of the design method in education contributes to the development of 21st-century key competencies, especially in scientifically gifted lower secondary students.

The purpose of this paper is to identify differences in the measurement of innovation competence among business school students as well as the relationship between their innovation competence and academic performance along with self-monitoring. 247 undergraduate students (18–21 years old) studying in the leading universities in Saint Petersburg, Russia participated in the study. Data were collected using the Snyder’s self-monitoring scale and a new “Innovative competence” scale. The latter was adapted for the Russian audience from the “Framework for Innovation Competencies Development and Assessment” scale by reducing the number of statements by means of a confirmatory factor analysis. The study showed that none of the five components of innovation competence (creativity, critical thinking, teamwork, initiative, and networking) is related to student academic performance. Overall, male participants showed higher levels of self-monitoring than female participants. Also, our regression analysis indicated a positive and statistically significant relationship between student levels of self-monitoring and all five dimensions of their innovation competence. The new “Innovative competence” scale can be used by institutions of higher educations as well as for-profit and non-for-profit organizations. When levels of participants’ innovation competence and self-monitoring are assessed together, approaches to developing innovation potential among employees or students could be identified. The scale should be further tested among participants of other age groups and involved in different levels of education (e.g., graduate students) or types of educational institutions (e.g., professional and career colleges). The new “Innovative competence” scale can be used to measure levels of innovation competence among individuals with or without work experience or employment status.

The relevance of the study is determined by the change in views on the process of developing innovative competence of future teachers and the need to improve the innovative educational environment. Accordingly, the purpose of the study was to reveal the specific features and properties of the innovative educational environment and its impact on the process of developing innovative competence in future teachers. To implement the goal, a set of general scientific methods was used: theoretical methods – system analysis, synthesis, generalisation, and comparison; empirical methods – observational (direct and indirect observation, methods of expert assessment and self-assessment); ranking, which helped to find out the specifics of the innovative educational environment in the process of developing innovative competence of future teachers. The content of the concepts “innovation environment”, “innovation space”, “development of innovative competence”, “innovative educational environment” was analysed. It was emphasised that through participation in the work of project groups, educators and future teachers gain valuable experience in innovative and creative collective activities and have the opportunity to develop leadership qualities and innovative competence. It was established that the innovative educational environment in the context of professional training of future teachers functions as a system that creates conditions for personal development as an innovator, promotes the disclosure of creative abilities, and the improvement of innovative and professional skills, emphasising the unity and interaction of its elements. The results of the study also indicate that the professional development of future teachers is significantly influenced by the innovative learning environment, which is simultaneously developed due to the innovation activity of students. The practical significance of this study is that the results obtained can be used in future studies on the impact of information and communication technologies on the subject-subject interaction between participants in the educational process

The competence to innovate is critical for engineering students, as work environments and society are constantly changing. However, innovation competence is often not (explicitly) part of teaching, and teachers struggle to teach students this competence. To address this problem, a course to train undergraduate engineering students’ innovation competence was designed, based on six design principles. The instruction was nested in a final-year undergraduate Built Environment course. A mixed-method study (pre- and post-training student survey (n = 46); student focus group interviews (n = 18); teacher individual interview (n = 2); and analysis of student (n = 46) products, as assessed by 12 teachers) was undertaken to understand the effectiveness of the design principles in supporting students’ development of innovation competence. Paired samples t-tests showed significant growth in students’ self-perceived innovation competence. Analysis of students’ innovative products showed that they met the course goals. Students, teachers, and other stakeholders also reported positive perceptions of the setup and design principles used in the innovation competence instruction. The results showed that the intervention as described is effective for improving students’ innovation competence in the domains of study. This study offers several starting points for fostering the development of students’ innovation competence in higher education organisations.

The analysis of scientific and pedagogical literature showed that the term "innovation" means an innovation, novelty, change, introduction of something new. Innovations are not experienced by themselves, they are the result of scientific research, advanced pedagogical experience, individual teachers and pedagogical teams. Therefore, innovative competence is a component of the professional competence of a primary school teacher. To study the attitude of teachers to the problem of innovations in the educational process, their selfassessment of innovative competence to the pedagogical experience of its actualization, a survey of teachers of the city of Lviv and the Lviv region was conducted. 136 respondents, primary school teachers with teaching experience from 1 to 49 years, took part in the research. A complex of theoretical and empirical methods was used (search and bibliographic method, questionnaire, observation and generalization method). The analysis of the teachers' survey gives grounds for the conclusion that the majority of primary school teachers consider themselves innovatively competent, but have certain difficulties in actualizing it. The perspective for further scientific research is the innovative competence of the primary school teacher in the conditions of the implementation of the concept of the New Ukrainian School.

The needs of the working life and the competences required there are under a change, and educational institutions should be able to answer for this need by providing their students with competences needed. This usually requires changes in their own activities as well. The implementation of the change is often problematic even if the tools and methods how to conduct changes were familiar, because the change requires learning both on individual and organizational level, guiding of learning, internal training, and good command of communication and interaction. In this article we will discuss how to make the change – how to develop educational organizations with innovation pedagogy through the process consultation method. Innovation pedagogy is a learning approach focused on the development of innovation competences, defining how knowledge is assimilated, produced and used in a manner that can create innovations. Innovation pedagogy answers for the development needs of most educational organizations, but it is a challenging process to adapt and establish it and it requires that a change process is to be conducted in the organization. Process consultation is a development method for a work community where the personnel participates into the development of their own work, work processes and work community. Process consultation is maybe one of the most workable tools in the development of an expert organization in order to accomplish a real impact and change. Educational organizations have an emerging need to answer for the demands of the changing world and working life, and innovation pedagogy, originating from the working life needs, answers directly for this demand. Organizations can be changed only ‘from the inside’ by involving the personnel into the implementation of the change, and therefore process consultation can be the tool for accomplishing the change. This article aims to provide new kind of methodological knowledge and tools, which have not earlier been studied and applied in this context. The process consulting methods can provide added value to develop pedagogical knowhow in educational organizations and thus support their internal learning and development. The theoretical framework of the article is put into practice in the description of a real empirical case. The focus in this article will be in higher educational organizations, but the approach is applicable for all level of educational institutions. The managerial outcome of the paper is that in the development of an educational organization process consultation can be most powerful tool in order to conduct a real change and impact. Keywords : Educational organizations, innovation pedagogy, innovation competence, process consultation, change

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

Purpose: Innovation competences are expected both in businesses and in higher education. Software organizations, in particular, require engineers that collaborate to deliver better services and products. Staff recruitment and training are human resource management tasks that are crucial to insuring that applicants and job holders have the competences that will facilitate quality output in software development processes.This paper seeks to determine the competences that describe high-performing, innovative professionals in software engineering in order to weigh them against the FINCODA model on innovation competences devised to assess and enhance individuals’ capacity to innovate, a core outcome of the Framework for Innovation Competences Development and Assessment Project.Design/methodology/approach: A review protocol was followed to examine the literature on software engineering to identify the innovation competence and behavioral indicators that are required in individuals.Findings: According to the literature, the innovation competences required of the staff in software companies are creativity, critical thinking, initiative, team work and networking, dimensions that are contained in the FINCODA model. Findings also support the inclusion of the thirty-four behavioral indicators that constitute the five dimensions of the FINCODA model.Originality/value: Business organizations need tools to assess innovation competences in employees. Universities, as well, lack the instruments to measure development of innovation competence in undergraduates that teaching/learning methods should enhance before students reach the workplace. This research sheds light on innovative workplace behaviors of software engineers and on feasible designs of training programs for staff and undergraduates by using the FINCODA model and its behavioral indicators. Future research will focus on ratifying the validation of the model and the online assessment tool derived from it.

PurposeThe purpose of this paper is to present an example of pedagogical strategy, called innovation pedagogy, and study whether its learning environments (activating teaching and learning methods, working life orientation and research, development and innovation (RDI) integration, multidisciplinary learning environments, flexible curricula, entrepreneurship and internationalization) can be associated with students’ innovation competences (creativity, critical thinking, initiative, teamwork and networking).Design/methodology/approachIn this case study, the electronic self-assessment questionnaire was distributed to third- and fourth-year bachelor students (n=236) from one Finnish university of applied sciences at the end of the Spring semester in 2017.FindingsTwo profiles of students concerning their level of innovation competences can be identified. The level of students’ innovation competences is associated with all the six elements of learning environments. The more students have experience with learning environments of innovation pedagogy, the higher they scored when assessed for their innovation competences.Research limitations/implicationsBecause of the case study setting and a limited sample, there are limitations to the generalizability of the findings.Originality/valueFocusing on different levels of innovation competences of students and approaching their study path in more detail, it could be better understood how to develop more effective education, and thus, respond to the demands of an innovation society. This study extends approaches on research in education and innovation and strengthens the understanding that learning environments should be versatile and include many-sided learning opportunities. It also shows that implementing pedagogical strategy needs lot of work to be revealed in practice.

This research aimed to 1) study the components and indicators of innovative competency of vocational teachers, 2) study the current status, desired status and needs in developing innovative competency of vocational teachers, 3) develop innovative competency of vocational teachers through professional learning communities, and 4) evaluate the outcomes of innovative competency development of vocational teachers. The research was divided into 4 phases: Phase 1 studied the components and indicators of innovative competency of vocational teachers. The informants were 9 qualified persons who were selected by purposive selection. Phase 2 studied the current status, desired status and needs in developing innovative competency of vocational teachers. The sample group was 234 administrators and teachers from government vocational education institutions in Roi Et Province, selected by stratified random sampling. Phase 3 developed innovative competency of vocational teachers through professional learning communities. The target group was 9 teachers who volunteered to participate in the development. Phase 4 evaluated the outcomes of developing innovative competency of vocational teachers. The informants were 9 teachers who volunteered to participate in the development. The research instruments were interview forms, observation forms, assessment forms, and questionnaires, with a reliability of 0.937 for the entire questionnaire. Data were analyzed using basic statistics, the priority need index, and inductive analysis. The research results found that: There were 4 components and 14 indicators of innovation competence in vocational education teachers, consisting of: 1) Creativity, with 4 indicators; 2) Application of knowledge to develop innovation, with 3 indicators; 3) Creative confidence, with 3 indicators; and 4) Teamwork, with 4 indicators. The current state of innovation competence in vocational education teachers is at a high level, and the overall desired state is at the highest level. The needs for innovation competence development in vocational education teachers are ranked as follows: 1) Application of knowledge to develop innovation; 2) Creative thinking; and 3) Creative confidence and teamwork, which have the same need index for development. The results of the development of innovative competence of vocational teachers with professional learning communities in 4 components, 14 empirical goals in the first round of research, 9 items were successfully developed, 5 items were not successfully developed, namely 1) teachers think outside the box to create works, 2) teachers have new ideas that are useful, 3) teachers design innovations, 4) teachers have skills in testing innovations, and 5) teachers can communicate effectively. When developing again in the second round of research, all empirical goals were successfully developed. 4. The results of the development of innovative competence of vocational teachers through professional learning communities found that there was a change resulting from learning by doing at the individual, group, and organizational levels. At the individual level, there was learning from following the research steps, there was an exchange of knowledge and experiences about creating inventions and innovations continuously. At the group level, there was a culture of systematic collaboration and a strong network of innovative teachers within the educational institution. At the organizational level, executives, teachers, and personnel had an effective knowledge management approach for developing innovative competence of teachers, an organizational culture that emphasized learning by doing, and the overall product innovation evaluation results were at a very good level

The issue of the article concerns the topical issue of innovative competence and its components. The author aimed to characterize one of the components of this education, which refers to the ability to analyze the effectiveness and efficiency of pedagogical activity, as well as to adjust it as necessary. It is about the skill of reflection as one of the leading features of a teacher with highly developed innovative competence, since the creation and implementation of innovations requires regular analysis not only of the process of implementing something new in the educational process but also of observing and evaluating the personality of the teacher as a specialist who carries out innovative activities. Thanks to the use of such methods of scientific research as system-structural and system-functional analysis, generalization and systematization of theoretical aspects of the topic, observation, and study of the products of pedagogical activity, the author conducted a review of scientific literature regarding the essence of innovative competence of a teacher of a general secondary education institution, its structure and key characteristics, in particular, reflection skills. In addition, the publication provides information on reflective competence, which, on the same level as innovative competence, occupies a prominent place in the system of professional characteristics of a teacher regulated by normative documents. The unifying feature for both is the skill of reflection, therefore the article also presents the views of domestic scientists on the essence of this phenomenon and methods of its development and improvement. In addition, practical tools (reflective questionnaires, tables; reflective essays; pedagogical portfolios, etc.) are characterized, which contribute to the formation and improvement of the ability to reflect on one's pedagogical activity, in particular innovative ones. The publication analyzes fragments of reflective essays from teachers of general secondary education institutions who took the experimental course "Innovative aspects of the teacher's activity". This made it possible to conclude the reflexive competence of teachers, the development of reflection skills, as well as to substantiate reflection as a component of innovative competence.

Our goal is to enhance the educational process, management, methodology, and information work through the implementation of digital technologies as a means of improving the professional competence of future vocational education instructors in the field of transport. The purpose of the study is to determine the role of digital technologies in the vocational education system; assess the readiness of students and instructors for the implementation of digital technologies; identify the necessary learning conditions for the effective integration of these technologies into the educational process and information work of higher education institutions; and outline possible options for the integrated use of digital technologies in specific areas of pedagogical activity. The achievement of the research objectives is ensured through the use of empirical methods (observation, analysis of research activities within the system, and analysis of teachers’ pedagogical activities). The article explores the theoretical and methodological aspects of integrating digital technologies to develop the professional competence of vocational education instructors in the field of transport. Based on an analysis of scientific and theoretical literature, it has been determined that the application of digital technologies in the professional training of educators contributes to improving education quality and ensuring a high level of specialist training. This approach also stimulates the development of an innovative educational environment that meets the modern demands of society and the labour market. The study analyses the process of acquiring digital skills, which are an essential component of professional training. It has been established that the use of digital technologies not only facilitates the acquisition of necessary knowledge but also fosters the ability to analyse the information space and adapt to the dynamic professional environment. Theoretical aspects of the research are complemented by an analysis of modern computer technologies in education, which significantly optimize the learning process for both instructors and students. The key principles ensuring the effective integration of digital technologies into the training of future vocational education instructors in the field of transport are outlined: – the principle of systematization, which involves creating a comprehensive educational system that integrates all components of the professional competence of future specialists; – the principle of integration, which aims to establish a unified educational system that combines various aspects of the learning process, including theoretical and practical training; – the principle of professional orientation, ensuring that the educational content aligns with the current labour market demands; – the principle of interactivity, which focuses on enhancing students’ cognitive engagement through interactive teaching methods; – the principle of reflection, which involves a systematic analysis by students of their own learning progress; – the principle of individualized learning, which is oriented toward creating personalized learning conditions for each student. It is emphasized that the process of digitalization in society and educational institutions significantly influences the content, organizational aspects, teaching methods, and management of the educational process. The development of a digital culture among instructors requires a high level of digital competence, including the ability to work with modern digital technologies and effectively use information and communication tools. The study concludes that there is a need for the active implementation of interactive educational environments, modern digital methodologies, and innovative pedagogical technologies in the professional training of future vocational education instructors. Special attention should be given to developing students’ digital competence and fostering effective networked interaction among all participants in the educational process. A virtual roadmap has been developed for instructors as an electronic, publicly accessible resource (e.g., a website), which outlines all the necessary mandatory steps that an instructor must follow while carrying out educational activities in vocational education institutions. The main directions of the instructor’s virtual roadmap have been identified, which should align with real educational activities within institutions.

Educational processes in contemporary Europe need to be seen in a multifaceted way, in the context of the cultural diversity of society, people’s economic and social rights, human rights, equality and gender equality. Education today is not only about teaching and learning, but also about lifelong learning, mobility, integration, further education, self-assessment and other areas. A new learning culture, which requires the development and improvement of new competences, has emerged outside formal and non-formal education. A learning culture in the modern sense means that learning is self-organised, empowering, competence-centred and designed for the broad development of competences. Summarizing and analysing the research and available international documents on the trends of educational development in the 21st century, as well as on the understanding of the concept of competences, observation and self-assessment of competences, competences should be perceived as the basis of independent thinking and creative activity of a person, it is a proven ability to use knowledge, skills and personal, social and methodological abilities in work or learning situations, in professional and personal development. Competences related to personal responsibility and autonomy consist of: 1) a dynamic set of cognitive and metacognitive skills, 2) the ability to understand and apply acquired knowledge, 3) interpersonal, intellectual and practical knowledge and abilities, and ethical values. The concept of competence is understood as a person's initiative to carry out self-organised mental and physical activities; in this sense, initiative is defined as the disposition to organize oneself and is characterized as the disposition to organize oneself. The competence self-assessment “Your Competence Map” was carried out by 91 students at University B. The students analyse their competences, map them on a visualized competence map and evaluate their possibilities for improvement in perspective: 1) in the dimension of socio-communicative competences: self-management competence, social competence, emotional competence, communication and cooperation competence, language competence. 2) in the dimension of methodological competences: presentation competence, thinking and analytical competence, knowledge management competence. 3) in the dimension of action and change: cognitive competence, innovation competence, competence for purposeful action. The author has analysed in detail the students’ reflections on language competence, and the self-assessments highlight several gaps in Latvian language competence, for example, Latvian is not the native language; education was acquired outside Latvia; foreign language is dominant in the work environment; work outside Latvia has been carried out for several years. Students acknowledged that in today’s diverse media environment it is difficult to ensure correct, literate, and complete use of the Latvian language. The COVID-19 pandemic crisis has had an impact on the development of society as communication processes have been digitized.